DAILY School Potungan NHS Grade & Section

LESSON Teacher Learning Area

Elgin S. Casquejo Mathematics
PLAN
Delivery Date & Quarter Remediation
Time
A. Content Standards The learners demonstrate understanding of decimals.

B.Performance Standards The learner is able to recognize and represent decimals in

various
forms and contexts.

PARTS CONTENT ANNOTATIO

NS
(PPST
INDICATORS/KRA
OBJECTIVES/RUBRI
C INDICATORS TO
BE OBSERVED
DURING
DEMONSTRATION)
I. LEARNING LEARNING COMPETENCY:
OBJECTIVES: The learner reads and writes decimal numbers through ten
thousandths. (M5NS-IIa-102.2)

OBJECTIVES:
At the end of the lesson the students are expected to:

1. Understand and apply the rules for reading and writing decimals.
2. Develop an appreciation for the importance of decimals in real-
world contexts.
3. Demonstrate the ability to accurately read and write decimals
through practical exercises.
II. SUBJECT MATTER: “Reading and Writing Decimals”
III. LEARNING A. References:
RESOURCES : Mathematics MELCS p.289
B. Learner’s Materials:
Conceptual Math and Beyond pp. 134-137
Mathematics Learning Module pp. 85-87
C. Online Learning Resources:
https://www.youtube.com/watch?v=8Ac6W-NWd9M
D. Learning Materials:
Worksheet, Visual Aid, Charts

IV.PROCEDURE: A. PRELIMINARIES
1. Greetings
2. Prayer
3. Checking of Attendance: Have the group leader facilitate this.
4. Classroom Management: Instruct the learners to:
- Arrange their chairs properly.
- Clean after doing their task.
- Pick up trashes on the floor.
- Prepare their things and be comfortable.

B. REVIEW
T
he

Carl and his brother take good care of their bodies. They eat the
right kind of foods to maintain the proper weights at their age.
Carl weighs 45.8 kilograms while his brother weighs 43.75
kilograms.
teacher will paste on the board the visual aid and let the students read:
 What are the numbers in the situation? 45.8 and 43.75
 What kind of number is that? Decimals
 How do you read and write decimal numbers?
 The decimal 45.8 is read as forty-five and eight tenths.
 The decimal 43.75 is read as forty-three and seventy
hundredths.

C. MOTIVATION
“Decimal Match”
 Give each student a decimal number card (e.g., 0.25, 1.5, 2.75,
etc.).
 Ask the students to walk around the classroom and find a partner
whose decimal number card, when read aloud, sounds similar to
theirs.
 Encourage them to explain how they arrived at their matches. This
will help gauge their current understanding of reading decimals.

D. PRESENTATION OF THE LESSON

 Based on what you have heard a while ago, what do you think is our
lesson for today?
“Reading and Writing Decimals”
LESSON PROPER/DISCUSSION OF THE LESSON
E. ACTIVITY
“Decimal Puzzle

Instructions:
 Divide the class into small groups or pairs, depending on the class
size and available space.
 Give each group an envelope or bag containing a mixed set of
decimal number cards and their word forms.
 Explain that the objective is to find the matching pairs—matching
each decimal number to its correct word form.
 Ask the groups to open their envelopes and begin matching the
decimal numbers with their word forms.
 Once a group believes they've matched all their pairs correctly, ask
them to read the decimal numbers aloud and then read the
corresponding word forms to the class.
 Discuss any mistakes or misconceptions as a class. Address
questions about reading and writing decimals.

F. ANALYSIS

Instruction:
 Using the whiteboard, demonstrate how to read and write
decimals. Explain the concept of place value in decimals (tenths,
hundredths, thousandths, etc.).
 Read aloud a few decimal numbers and ask students to repeat
after you. Start with simple examples (like 0.1, 0.5) and progress to
more complex ones (like 1.25, 3.56).
  Show how to write decimals using the correct place values.

G. ABSTRACTION
Guided Practice (10 minutes):

 Distribute worksheets with a list of decimal numbers written in

words (e.g., "one and five tenths," "two and seventy-five
hundredths").
 Ask students to convert these worded descriptions into numerical
decimals.
 As they work, walk around the room to provide guidance and
correct misunderstandings.
Class Discussion (5 minutes):
 After the guided practice, invite a few students to share their
answers and explain how they converted words into decimals.
 Clarify any common misconceptions or errors.

H. APPLICATION
 “Decimal Shopping Spree”
Preparation:

 The teacher will show printouts from online stores with products
and prices listed in decimal format.
 Distribute "Shopping Spree" worksheets where students can list
the items they buy and calculate their total cost.

 Instructions:

 The teacher begins by discussing the concept of budgeting. Explain

that budgeting involves setting a limit on spending and planning
purchases carefully to stay within that limit.
 Distribute the printouts to the students along with the "Shopping
Spree" worksheets.
 Explain the task: Each student has a budget of Php 100. Their goal
is to "shop" from the flyers or printouts and list their purchases on
the worksheet, making sure to stay within budget.
 Students should write the names of the items they choose, their
prices (in decimal format), and calculate the total cost. Encourage
them to double-check their calculations.
 Once the students have completed their shopping, the teacher will
ask them to share their shopping lists with the class, highlighting
interesting items and discussing how they stayed within their
budget.
 Use the whiteboard to show examples of calculations and discuss
any common errors or misunderstandings.
V.EVALUATION DIRECTIONS: Read the question carefully and encircle the best answer.

1. Which of the following is the correct way to read the decimal 2.75?
A. Two and seventy-five tenths
B. Two point seven five
C. Two point seventy-five
 D. Two and seventy-five hundredths
2.Which of the following represents "three and six tenths"?
A. 3.06 B.3.6 C. 3.60 D. 3.006
3.In the decimal 1.235, which place value does the digit "3" represent?
A. Tenths B.Hundredths C. Thousandths D.Ones
4.How would you write "four and fifteen hundredths" in decimal form?
A. 4.015 B. 4.15 C.4.150 D. 4.105
5. How do you read the decimal 0.407?
A. Zero point four zero seven
B. Zero point four hundred seven
C. Zero point four hundred seven tenths
D.Zero and four hundred seven hundredths

VI.OTHER
ENRICHMENT
ACTIVITIES
VII.REFLECTION
A. No. of learners who
earned 80% on the
formative assessment.
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of students
who continue to
require additional
activities for
remediation
E. Which of my
teaching strategies
worked well? Why did
these work?
F. What difficulties did
I encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

Prepared by:

ELGIN S. CASQUEJO